If you could create a new creature, what adaptations would it have and why? In this activity students design a trait card for an organism using behavioral and physical adaptations to help it survive in its environment.
This annotated slideshow adapted from KET's Electronic Field Trip to the Forest illustrates how blight decimated the American chestnut tree and the methods scientists use to identify and pollinate the remaining trees to create blight-resistant trees.
Students act as if they are biological engineers following the steps of the engineering design process to design and create protein models to replace the defective proteins in a child’s body. Jumping off from a basic understanding of DNA and its transcription and translation processes, students learn about the many different proteins types and what happens if protein mutations occur. Then they focus on structural, transport and defense proteins during three challenges posed by the R&D; bio-engineering hypothetical scenario. Using common classroom supplies such as paper, tape and craft sticks, student pairs design, sketch, build, test and improve their own protein models to meet specific functional requirements: to strengthen bones (collagen), to capture oxygen molecules (hemoglobin) and to capture bacteria (antibody). By designing and testing physical models to accomplish certain functional requirements, students come to understand the relationship between protein structure and function. They graph and analyze the class data, then share and compare results across all teams to determine which models were the most successful. Includes a quiz, three worksheets and a reference sheet.
Students use EOL Species Cards to sort and make observations of animals, then use the RAFT writing strategy to create short presentations about the characteristics of each major group of animals.
Students apply their understanding of physical characteristics and biological classification of different organisms through a game of classification "Go Fish!"
This variation on the classic bird beak activity demonstrates variation of beak size within a population and shows how the proportion of big-, medium-, and small-beaked birds changes in response to the available types of food. The birds with binder clip beaks live in Clipland where the large population becomes divided into two smaller populations by a mountain range. Popcorn, lima beans and marbles are the three types of food available in the two areas. Food is spread out for the birds to eat and then after 15 seconds it is counted to see whether birds have gathered enough food to survive. The big billed birds need to eat more than the medium and small billed birds to survive and each bird needs to eat more than the minimum amount of food for survival to be able to reproduce. Four years pass during the simulation and students are asked to describe what happened to the Clipbird populations and what they think caused the changes. A link to Rosemary and Peter Grants research on finch populations in the Galapagos is identified for those teachers who want to connect the simulation to a real life example.
Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.
Students experience the excitement of watching live-streaming video of wild bears on Brooks River in Katmai National Park, Alaska, in order to explore science concepts in the real world. These three lessons, designed for grades 3–5, offer students the opportunity to engage in activities that focus in particular on the inheritance and variation of brown bear traits.
This lesson for students in grades 9-12 introduces DNA, genes, chromosomes, the chemicals that make up DNA. After the basic information, students will do an experiment in which they will separate out DNA from peas. Knowing that DNA can be separated will give them a base of understanding for future lessons in biology, evolution, biotechnology, and health technology.
Studying the Fibonacci Sequence is our entry point for studying Heredity: Inheritance and variation of traits.
In this Science NetLinks lesson, students will examine a fictional pedigree and determine which gene is responsible for a given trait. The genetic information for individuals is depicted as a jigsaw puzzle. Without delving into a complicated explanation of the process, the activity in this lesson will help students build an understanding of how offspring inherit genes from their parents.
This activity allows students to practice asking each other questions related to who someone is. Students will practice answering questions about physical characteristics.
How can we Design Cattle to Better Meet Human Needs?
In this high school Storyline unit on genetics and heredity, students are introduced to ‘SuperCows’. As they explore the vast variety of cattle breeds, students discover that cattle are specialized for different purposes and while similar, the ‘SuperCows’ are clearly unique. Students wonder what caused this diversity and specificity which leads to investigations about the role of inheritance, DNA and proteins.
The genes present in the DNA of a chromosome help to explain the genotypic and phenotypic differences seen in organisms of the same species i.e. Fugate Family. The genes code for specific proteins and these proteins can be varied during meiosis when parents (½ from each parent) are passing their genetic information to their offspring. This passing of genetic information can be predicted and traced through many generations, due to the principles of Mendelian Genetics, and can be useful when determining the starting point of a phenotype. The environment a particular species inhabits may help to explain why some genes become favorable, as small isolated populations often have connections to inbreeding (incest).
This Science NetLinks lesson, constructed around Gregor Mendel's 1865 paper, is an advanced lesson in history, scientific inquiry, methodology, classical genetics, and plant biology. In this lesson, students are guided through a thorough discussion of part of the paper Mendel wrote about his pea plant experiments.
In this lesson from Science NetLinks, students begin to develop an understanding of the role played by nature (our genes) and nurture (the environment in which we live and the things that happen to us) in defining who we are and what it means to be human.
In this activity students analyze a familys pedigrees to make a claim based on evidence about mode of inheritance of a lactose intolerance trait, determine the most likely inheritance pattern of a trait, and analyze variations in DNA to make a claim about which variants are associated with specific traits. This activity serves as a supplement to the film Got Lactose? The Co-evolution of Genes and Culture (http://www.hhmi.org/biointeractive/making-fittest-got-lactase-co-evolution-genes-and-culture). The film shows a scientist as he tracks down the genetic changes associated with the ability to digest lactose as adults. A detailed teachers guide that includes curriculum connections, teaching tips, time requirements, answer key and a student guide can be downloaded at http://www.hhmi.org/biointeractive/pedigrees-and-inheritance-lactose-intolerance. Six supporting resource and two click and learn activities are also found on the link.
A key goal of this lesson, from Science NetLinks, is to show students how different factors affect our pets' behavior - including species-specific traits, the environment, training, and experience. Students will read about and discuss pet behavior, focusing on the difference between innate and learned behaviors.
Groups of students will use random dice rolls to create a new species of animals with random traits and behaviors. They may end up with a blind, mouse size, ambush hunter that stalks the fruit that it eats. Another group may get an elephant size, amor plated, carnivore with active camouflage! Will it survive??? That is up to the students to decide...